Even as employers need skilled workers in order to grow and compete in the global economy, too many young Americans are shut out.
As the first major effort to use a behavioral economics lens to examine human services programs that serve poor and vulnerable families in the United States, the BIAS project demonstrated the value of applying behavioral insights to improve the efficacy of human services programs.
The Enhanced Transitional Jobs Demonstration
This demonstration is testing seven enhanced transitional jobs programs that offer temporary, subsidized jobs and comprehensive support to people recently released from prison and unemployed parents behind in child support payments.
Using Behavioral Science to Improve Indiana’s Child Care Subsidy Program
Three behavioral interventions targeting low-income parents receiving child care subsidies were tested in Indiana. One combining mailed materials and a phone call increased the percentage of parents who chose a highly rated child care provider, and two others increased the percentage of parents who attended their first scheduled subsidy redetermination appointment.
A Relationship Skills Education Program for Unmarried Parents
The Building Strong Families evaluation assessed the effects of eight programs offering a similar model of healthy relationship skills and support services to interested low-income unmarried parents around the time of the birth of a child. This report presents final results from data collected 36 months after couples enrolled in the study.
Report on Program Impacts, Program Fidelity, and Contrast
The Content Literacy Continuum combines whole-school and targeted approaches to supporting student literacy and content learning, using instructional routines and learning strategies. This report describes implementation and impact findings from a random assignment study involving 33 high schools in nine school districts.
The Role of Informal Care in the Lives of Low-Income Women and Children
Drawing on ethnographic interviews, this policy brief describes the patchwork child care arrangements made by low-income parents and discusses implications for policies that would promote the dual objectives of child well-being and parental employment.
This report presents findings on the effectiveness of two specific professional development strategies on improving the knowledge and practice of second-grade teachers in high-poverty schools and on the reading achievement of their students.